The Faces of Institutionalized Discrimination and Systemic Oppression in Higher Education: Uncovering the Lived Experience of Bias and Procedural Inequity

2021 ◽  
pp. 107780042110268
Author(s):  
Yvonna S. Lincoln ◽  
Christine A. Stanley
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Lived Experience ◽  
Lived Experiences ◽  
Personal Experience ◽  
Methodological Approach ◽  
Faculty Of Color ◽  
Minority Faculty ◽  
Institutional Policies ◽  
Systemic Oppression

With seven cases drawn from both personal experience and informal interviews with colleagues from other research-intensive universities, we attempt to demonstrate the forms institutionalized discrimination and systemic oppression can take and if it is supported by policies or procedures encoded into an institution’s rules and regulations. We suggest heuristics for reexamining such procedures to more fully address such inherent biases. We proffer a qualitative methodological approach not only to explore the lived experiences of faculty of color but also to explore the latent as well as manifest meanings of these experiences for the faculty involved, which are frequently neither obvious nor transparent to both non-minority faculty and those responsible for carrying out institutional policies and regulations. Finally, we offer some criticisms of qualitative research in this arena to which organizational researchers must attend.

A Phenomenological Investigation of the Lived Experience of Psychopathology

1981 ◽  
Vol 1 (1) ◽  
pp. 17-24
Author(s):  
Russell M. Harris ◽  
Russell A. Bors
Keyword(s):  
Lived Experience ◽  
Lived Experiences ◽  
Personal Experience ◽  
Subjective Character ◽  
Interpersonal Dynamics ◽  
Diagnostic Labels ◽  
The University ◽  
Undergraduate Class

We collected personal documents from various participants on the topic of "a personal experience in which you observed or experienced psychopathology." The protocols were "topical autobiographical" personal documents, which we analyzed using the procedures set forth by van Kaam, to describe—rather than attempting to explain—lived experiences. Subsequently, 15 protocols obtained from an undergraduate class in psychopathology at the University of Regina were analyzed. We feel that both the methodology used and our findings reveal a new way of viewing psychopathology, showing the inadequacy of reducing psychopathology to diagnostic labels. We found that the fullness of the pathological experience can only be understood through elucidating experienced interpersonal dynamics. Consequently, both an essential and a situational quality is evidenced, revealing the inadequacy of theories in which either the existence of psychopathology or its subjective character are denied.

scholarly journals Case Studies in the Culture of Professional Football Players and Mental Welfare and Wellbeing

2020 ◽  
pp. 325-329
Author(s):  
Michael Bennett
Keyword(s):  
Mental Health ◽  
Qualitative Research ◽  
Lived Experience ◽  
Cultural Values ◽  
Personal Experience ◽  
Well Being ◽  
Football Players ◽  
Professional Football ◽  
The Social ◽  
Health And Well Being

AbstractThis chapter draws on the author’s personal experience together with the findings from his qualitative research, to explore the cultural values driving problems of mental health and well-being among professional footballers. The study makes explicit the way in which players are expected to hide their experiences of being objectified—of being subject to gendered, racialised and other forms of dehumanisation—and denied a legitimate lived experience, an authentic heard voice. The chapter illustrates the importance in values-based practice of knowledge of values gained as in this instance by way of qualitative methods from the social sciences being used to fill out knowledge derived from individual personal experience.

scholarly journals Academic-industry partnership framework of Mariano Marcos State University

2021 ◽  
Vol 10 (4) ◽  
pp. 1306
Author(s):  
Robert A. Salvador ◽  
Cherrypn B. Barbacena ◽  
Francisco D. Esponilla II
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Grounded Theory ◽  
Lived Experiences ◽  
Academic Learning ◽  
State University ◽  
Theory Analysis ◽  
Knowledge And Skills ◽  
Qualitative Research Design ◽  
The University

Higher education is a window for people to gain knowledge and skills. People who step out in higher academic learning are expected to be equipped with competencies needed in the different job sites. Therefore, the responsibility of every institution to seek alternatives to further enhance academic opportunities. The main objective of this study was to develop an academic-industry partnership (AIP) framework for the Mariano Marcos State University (MMSU). A qualitative research design was utilized in exploring the partnership engagement of the different colleges of the university. Interviews inquiring about participants' lived experiences were purposively selected for a grounded-theory analysis following the thematic coding process. The coding was further subjected to a triangulation for purposes of validating the data from various sources. The study revealed that the AIP is focused on the areas of instruction, research and production, and research and extension. This leads to the creation of the AIP framework which can contribute to the development of AIP policy of the MMSU and other higher education institutions.

Researching lived experience in health care: Significance for care ethics

2011 ◽  
Vol 18 (2) ◽  
pp. 232-242 ◽  
Author(s):  
Bernadette Dierckx de Casterlé ◽  
Sofie TL Verhaeghe ◽  
Marijke C Kars ◽  
Annemarie Coolbrandt ◽  
Marleen Stevens ◽  
...  
Keyword(s):  
Health Care ◽  
Decision Making ◽  
Qualitative Research ◽  
Lived Experience ◽  
Lived Experiences ◽  
Ethical Decision ◽  
Ethical Decision Making ◽  
Care Ethics ◽  
Care Recipients ◽  
Imminent Death

The aim of this article is to demonstrate the usefulness of qualitative research for studying the ethics of care, bringing to light the lived experience of health care recipients, together with the importance of methods that allow reconstruction of the processes underlying this lived experience. Lived experiences of families being approached for organ donation, parents facing the imminent death of their child and patients being treated using stem cell transplantation are used to illustrate how ethical principles are differentiated, modified or contradicted by the narrative context of persons concerned. The integration of empirical data into ethics will help caregivers in their ethical decision making and may enrich care ethics as a narrative and interpretative field.

From adversity to university - the transformational power of a bespoke bridging module to support those affected by homelessness into higher education

2021 ◽  
Vol 23 (1) ◽  
pp. 102-122
Author(s):  
Becky Edwards ◽  
Sandra Lyndon
Keyword(s):  
Higher Education ◽  
Lived Experience ◽  
Drug Addiction ◽  
Methodological Approach ◽  
Qualitative Interviews ◽  
Small Scale ◽  
Widening Participation ◽  
Listening Guide ◽  
Academic Confidence ◽  
Mental Health Support

This paper reports the findings of a small-scale project which examines how a bespoke bridging module supported those affected by homelessness into higher education. The module was developed on the premise that a successful widening participation project needs to base learning on the lived experience of the individuals. It aimed to support individuals by valuing their personal experiences and developing academic confidence through shared ownership of learning. The findings draw on qualitative interviews with six participants who took part in the bridging module. All had been affected by homelessness and many were recovering from alcohol and/or drug addiction. A narrative methodological approach was used, drawing on Brown and Gilligan's Listening Guide (1991), to explore how participants changed throughout the course of the module. Out of the six who took part, five were accepted onto higher education courses. In addition, all experienced multiple personal benefits, including increased confidence, raised aspirations, improvements in mental health, support with recovery from alcohol/and or drug addiction, and new and renewed relationships. It is concluded that a bespoke bridging module can be both powerful and transformational for those who have been affected by homelessness.

scholarly journals Rapha and its embedded storytelling

2018 ◽  
Vol 22 (1) ◽  
pp. 17-34
Author(s):  
Catherine Glover
Keyword(s):  
Narrative Inquiry ◽  
Lived Experience ◽  
Lived Experiences ◽  
Personal Experience ◽  
Design Methodology ◽  
Content Type ◽  
Personal Insight ◽  
Insight Into

Purpose The purpose of this paper is to explore how British cycling brand Rapha innovatively embeds stories throughout its touchpoints and in its garments. Design/methodology/approach Using narrative inquiry methodology and subjective personal introspection, it analyses published brand texts, cycling apparel, primary interviews and lived experience to establish a key story theme and the role, form, value and continuity of stories in the brand’s canon. Findings It claims that Rapha’s texts reveal evidence of a specific story plot, the “Quest” (Booker, 2015), which acts as a structural editorial device and provides a rich lexicon that taps into a transformative personal experience. The study proposes that the brand’s employees identify themselves with quester values that define the brand’s essence, providing a coherent message and magnifying the agency in Rapha’s stories. Research limitations/implications This inquiry offers insight into a single consumer brand, yet it is the material manner in which stories are embedded within the brand offerings plus how lived experiences are recounted through structured storytelling that are of significance to wider practice and understanding. Originality/value It brings together industry, academic and personal insight to Rapha’s storytelling praxis to illustrate how storied content can be used to transmit values, purpose and passion to its audience.

scholarly journals Welfare Conditionality in Lived Experience: Aggregating Qualitative Longitudinal Research

2019 ◽  
Vol 18 (4) ◽  
pp. 597-613 ◽  
Author(s):  
Sharon Wright ◽  
Ruth Patrick
Keyword(s):  
Lived Experience ◽  
Lived Experiences ◽  
Longitudinal Research ◽  
Methodological Approach ◽  
Employment Services ◽  
Policy Makers ◽  
The Public ◽  
Work Support ◽  
Working Age ◽  
Back To Work

Punitive welfare conditionality, combining tough sanctions with minimal self-directed support, is a defining feature of contemporary UK working age social security provision. This approach has been justified by policy makers on the basis that it will increase the numbers in paid employment, and thereby offer savings for the public purse that are also beneficial for individuals who are expected to be healthier and better off financially as a result. In this article, we aggregate two qualitative longitudinal studies (Welfare Conditionality, 2014–17; and Lived Experience, 2011–16) that document lived experiences of claiming benefits and using back-to-work support services. In both studies and over time, we find, contrary to policy expectations, that coercion, including sanctions, was usually experienced as unnecessary and harmful and that poverty was prevalent, both in and out of work, tended to worsen and pushed many close to destitution. Conditionality governed encounters with employment services and, perversely, appeared to impede, rather than support, transitions into employment for participants in both studies. These constitute ‘shared typical’ aspects of lived experiences of welfare conditionality. We propose Combined Study Qualitative Longitudinal Research as a new methodological approach to extend inference beyond the usual study-specific confines of qualitative generalisation.

Consequences of Inequality and Exclusion on the Culture of Higher Education Institutions

2019 ◽  
pp. 91-110
Author(s):  
Melodie A. Carr-Winston
Keyword(s):  
Higher Education ◽  
Career Advancement ◽  
Higher Education Institutions ◽  
Behavioral Changes ◽  
Student Experiences ◽  
Minority Faculty ◽  
Institutional Policies ◽  
Practical Applications ◽  
Equity And Inclusion

This chapter explores counseling research emphasizing depression, anxiety, and behavioral changes due to microaggressions. Other consequences discussed include academic stress and a lack of career advancement resulting from feelings of isolation, sense of belonging, low self-esteem, lower grades (students), and fewer opportunities for career advancement (faculty). Additional investigations include the role of exclusionary institutional policies and practices on minority faculty and student experiences. Additional discussions include same-race mentoring along with how microaggressions and the resulting consequences influence the culture of higher education institutions. In conclusion, best practices and practical applications recommend how to approach equity and inclusion in higher education.

Positionality and self-reflexivity: Backyard qualitative research in Palestine

2021 ◽  
pp. 003452372110348
Author(s):  
Yasmin Snounu
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Lived Experiences ◽  
Physical Disabilities ◽  
Academic Discourse ◽  
Collective Knowledge ◽  
Related Factors ◽  
Decolonizing Methodologies ◽  
Israeli Occupation

Conducting qualitative, critical ethnographical research on disability in Palestine requires deep self-reflexivity, exploring positionality while claiming authorship. As a Palestinian conducting backyard research, I explored ways to conceptualize disability in light of language and macro factors related to Israeli occupation practices. While conducting interviews and observing, I learned to appreciate the advantages of being an insider and an outsider, and to be aware of the disadvantages of being both. Positionality and self-reflexivity helped me focus on my participants’ voices. Through exploring disability in Palestinian higher education, I realized I was not only the representative of the collective knowledge, but I was also reflecting on how my research was creating indigenous discourse and decolonizing methodologies that challenged being politically correct. This was especially true when using certain acceptable language and content in Western academic discourse. Positionality and reflection on my own feelings, as an outsider and an insider at the same time, were an essential part of the research, especially when participants were addressing questions on lived experiences, content, language, and concepts to use when describing macro and micro-related factors causing physical disabilities.

The Equity Paradox Typology: An Application of Critical Race Methodology to Redress Racial Harm Against Faculty of Color

2021 ◽  
pp. 107780042110218
Author(s):  
Marlon C. James ◽  
John A. Williams ◽  
Ana Carolina Díaz Beltrán ◽  
Mónica Vásquez Neshyba ◽  
Quinita Ogletree ◽  
...  
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Racial Discrimination ◽  
Faculty Of Color ◽  
Academic Departments ◽  
Power Dynamics ◽  
Critical Race ◽  
Critical Race Methodology

This inquiry unearths the stratified nature of racial harm in higher education by applying counterstorytelling to fashion an equity case study on racial harm. Racial harm consists of four conditions (hyper-cognition, hyper-isolation, hyper-distress, and hyper-reactivity) brought on by persistent exposure to racial discrimination embedded subtlety within academic departments as a series of racialized conflicts (diversity & curriculum clashes, and relational & power dynamics). To advance the use of qualitative research to end racism in higher education, we offer a true-telling framework, a guide for talking back, a research typology to unearth the pandemic of racism infecting faculty relations.

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